Perceptions of Students’ Learning Critical Thinking
through Debate in a Technology Classroom: A Case
Study
Sophia Scott
Abstract
Critical thinking is often a desired compe-
tency for graduates of a technology program.
Organizational members have uttered concern
about students’ inability to think critically.
Although traditional pedagogical techniques,
such as lectures and examinations, center on
knowledge acquisition, debates in the technolo-
gy classroom can effectively facilitate critical
thinking. The purpose of this study was to gath-
er via questionnaires the perceptions of technol-
ogy students on the debate process used in the
classroom to increase critical thinking. Ov erall,
the students believed that the debate process was
a useful learning activity. The results of the
questionnaire revealed that students believed
that the debates helped them understand the
topic better, learn new knowledge, and gain an
understanding of the debate process. In addi-
tion, students thought that the debates increased
their critical thinking skills.
Introduction
Employers value employees who can solve
complex problems, communicate effectively, and
think critically (Gokhale, 1995). A function of
higher education is to teach students to think.
University accreditation boards, for example, the
National Association of Industrial Technology
(NAIT), the Accreditation Board of Engineering
and Technology (ABET) and the Inter national
Technology Education Association (ITEA) rec-
ognize competencies such as problem solving,
communication, and teamwork (including criti-
cal thinking) in their accreditation criteria
(NAIT, 2007; ABET, 2007; & ITEA, 2007).
Despite the emphasis on these competencies,
businessmen and businesswomen have
expressed concern with students’ inability to
integrate competencies, for example, teamwork,
communication, and oral presentation skills with
critical thinking (Roy & Macchiette, 2005).
Bissell and Lemons (2006) ascer tained that fac-
ulty who teach at universities in a technology or
engineering curriculum consider critical think-
ing a primary objective. It is a sad tr uth that the
“average” college student does not think critical-
ly, and not all courses include critical thinking.
39
The Journal of Technology Studies
Technology professors in higher education
tend to focus on teaching discipline-specif ic
content knowledge, but often they struggle with
the time and resources needed to design ef fec-
tive strategies in order to teach critical thinking
(Goodwin, 2003). Although traditional pedagog-
ical techniques such as lectures and e xamina-
tions center on knowledge acquisition, debates
in the classroom can effectively facilitate critical
thinking (Roy & Macchiette, 2005). Therefore,
debate as a teaching tool, has a place in peda-
gogical methods because it allows students to
enhance critical thinking through investigating
arguments, engaging in research, gathering
information, performing analysis, assessing
arguments, questioning assumptions, and
demonstrating interpersonal skills.
Purpose
Initially, the researcher used debate in a
Science, Technology, and Society course as a
tool to introduce an experiential learning oppor-
tunity. The main objective of the course was to
use a selection of moder n topics in science and
technology to increase communication and criti-
cal-thinking skills. Debate was a natural f it for
the course because the topics were tied to cur-
rent events, and students were allowed to criti-
cally analyze a controversial topic while practic-
ing other competencies like writing, presenting
information and higher level thinking. Because
the debate was a new experience for the stu-
dents, it was essential to learn their perceptions
of the debate process by asking the following
questions:
1. What was their perception of the debate
process in a technology classroom?
2. Did they believe the debates increased
their critical-thinking ability?
This study highlights the procedure the
researchers used in implementing debates in the
technology classroom. In addition, the percep-
tions of technology students will be discussed.
Review of Literature
How can professors transform the student
from a passive learner to an active learner? The
 typical college classroom used to be dominated scientific thinking (Schafersman, 1991). The
40 by the passive learning strategy, lecture. In uni- scientific method involves asking questions,
versity classrooms, professors now implement researching information, developing questions,
The Journal of Technology Studies

active learning strategies, such as discussions,
role playing, case studies, and debate. Vo and
Morris (2006) used debate to supplement the
traditional lecture by engaging the learner.
Debate also allows professors to create an envi-
ronment that helps students move away from
just receiving knowledge into an atmosphere of
active participation. Additionally, debating con-
temporary issues in the technology classroom
can be an invaluable tool for encouraging criti-
cal thinking (Dickson, 2004).
Defining Critical Thinking
Halpern (1996) characterized critical think-
ing as the use of cognitive skills or strategies to
increase the probability of a desirab le outcome.
Critical thinking also involves evaluating reason-
ing and factors considered in making decisions.
According to Paul and Elder, (2006) a well-cul-
tivated critical thinker solves a complex problem
by raising vital questions, gathering relevant
information, determining findings, and commu-
nicating effectively. Maiorana (1992) noted that
the purpose of critical thinking is to use ques-
tioning techniques to achieve understanding,
evaluate view-points, and solve problems. The
debate process can also help student’s master
content. This researcher believes that using
debate as a teaching tool helps students de velop
specific skills (i.e., analyzing, synthesizing and
evaluating supported arguments). In addition,
the debate process incor porates critical thinking
and a plethora of other skills including, listen-
ing, researching, problem solving, reasoning,
questioning, and communicating.
Evaluating Critical Thinking
Scientific thinkers seek to quantify, explain,
and predict relationships. It is reasonab le to con-
clude that science and technology courses are a
good place to learn critical thinking by using the
testing, analyzing, and communicating results.
All of these involve different levels of critical
thinking (Paul & Elder, 2006). Brookf ield
(1997) believes that critical thinking can be ana-
lyzed in terms of process and pur pose. The very
process of debate allows students to recognize
the assumptions that underline their thoughts
and actions. There are many ways that critical
thinking has been assessed in the classroom,
including using pre- and posttests, case studies,
storytelling, questioning, role playing, and
debates.
Another way to evaluate critical thinking is
through classification. Bissell and Lemons
(2006) consider Bloom’s taxonomy the way to
categorize critical thinking in the classroom.
Bloom, Englehart, Furst, Hill, and Krathwohl
(1956) developed a classif ication for learning.
This classification can be used to evaluate criti-
cal thinking using six levels of cognitive think-
ing. The debate exercise modules in this study
have been developed using Bloom's Taxonomy
(see Table1).
Students progress through the levels of the
taxonomy from lowest to highest. Although criti-
cal thinking exist at every level, higher order
thinking occurs at the synthesis and e valuation
level.
Use of Debate in the Technology Classroom
Debates in science and technology classes
can help the students explore topics that affect
society. Proulx (2004) used debate in the class -
room for analyzing, testing, and evaluating argu-
ments. Vo & Morris (2006) also found that
debate increased the benef its of the traditional
lecture by engaging the learner in the material.
Additionally, Osborne (2005) established that
debate in the classroom is effective in helping

Table 1 Bloom’s Taxonomy

Category Description
Knowledge Ability to recall previously learned material.
Comprehension Ability to grasp meaning, explain, restate ideas.
Application Ability to use learned material in new situations.
Analysis Ability to separate material into component par ts
and show relationships between parts.
Synthesis Ability to put together the separate ideas to for m
new whole, establish relationships.
Evaluation Ability to judge the worth of material against stated criteria.
students learn a discipline and demonstrate the
ability to read and write critically. The ability to
write effective arguments influences success of
students in preparation for their future careers.
Dickson (2004) declared that the debate process
assessed the student’s ability to write effectively,
work in teams, and analyze arguments, all of
which can improve the ability to think criticall y.
Critical thinking that includes debate also allo ws
for collaboration. Collaborative teams can
achieve higher levels of thinking through the use
of persuasive evidence. This collaboration
allows individuals to retain information longer
and the opportunity to engage in discussion and
shared learning (Gokhale, 1995). Lewis and
Wakefield (1983) emphasized individual learn-
ing, as well as, team formal and extemporaneous
speaking in the debate process.
Walker and Warhust (2000) claimed that
debates in the classroom have been effective in
increasing critical thinking by letting students to
connect as they learn subject knowledge. In their
classes, they found that 82% of students thought
that they understood the subject matter, and 85%
believed that they learned something valuable.
In addition, debates boosted the analytical prob-
lem solving, communication, presentation and
the ability to form teams. Moeller (1985) found
that while many students were apprehensive
about the debates, the process proved to be valu-
able and helped them in increasing their critical-
thinking skills. Goodwin (2003) used debate to
help students master the content in the class and
asked students their perception of the debate
process in the classroom. Several students com-
mented on the unfamiliarity of the debate
process and that the debate was uncomfortable.
A majority of the students responded that the
debate process was useful in gaining discipli-
nary knowledge and this process helped them
with analyzing and presenting arguments.
Students also replied that classroom debates
helped them to recognize and deal with various
points of view and improved their critical think-
ing.
The Debate Process
Traditional debates take many formats. The
most common classroom debate is traditional
debate (Ericson, Murphy & Zeuschner, 2003).
The debate process in this study star ted with the
central resolution. Such a resolution is a declara -
tive statement that the team will either suppor t
or oppose. The affirmative team supports the
resolution, and the negative team opposes it. The
students built a case for the resolution (the case 41
brief) in which they try to prove or disprove the
The Journal of Technology Studies
resolution through evidence. In utilizing debate
in the classroom, the professor should tak e an
active role in coordinating the planning it (Ro y
& Macchiette, 2005). He or she should distin-
guish the debate brief from other for ms of writ-
ten reports and stress the persuasion needed in
the debate speeches. The debate process
involved planning and considerable time spent
preparing the students for the for mal debates.
Students need to understand the debate process
and terminology. There are several debate guides
to help explain the debate process (Ericson,
Murphy, & Zeuschner, 2003). Additionally, Roy
and Macchiette (2005) emphasized that the pro-
fessor should seek responses from the students
and that evaluation can be conducted in a v ariety
of ways.
Methods
This study investigated students’ percep-
tions of the debate process used in a technolo gy
classroom to increase critical thinking.
Subjects
The study included 111 students enrolled in
a Science, Technology, and Society course in the
fall and spring of 2005-2006. The course was
taught by two professors. The students per-
formed one debate during the semester in w hich
they participated in the course and the y were
asked to f ill out a questionnaire authored by the
researcher.
Procedure
The procedure for the research included the
following steps:
1. Preparing students for the debates.
Students were divided into teams of four
and given a resolution (see Table 2). The
students were introduced to the debate
process and were given an assignment
sheet that outlined the debate process and
instructions on preparing the case brief.
The Appendix includes an example of a
case brief. Students had time in and out
of the classroom to prepare for the
debates.
2. Performance of the debates. The students
performed the debates. The students were
then assessed on the quality of the
debates.
 Table 2 Debate Resolutions
42 Debate Resolutions
One Resolved: the United States should allow new embryonic stem cell research
The Journal of Technology Studies

Two Resolved: the United States should allow human cloning for research pur poses
Three Resolved: the United States should allow monies to be exchanged for human organs for
transplant patients
Four Resolved: the United States should re gulate content on the Inter net for minors
Five Resolved: the United States should adopt a flat income tax

3. Students filled out the questionnaire.
Following all of the debates, the students w ere
asked to sign a consent for m and asked to f ill
out the questionnaire.
Findings
Question 1: What was the student’s percep-
tion of the debate process in a technology class-
room?
The student questionnaire consisted of nine
questions using a four-point Likert scale (1
=strongly disagree, 4= strongly agree). There
was one open-ended question on the students’
opinion of the debate process. Table 3 provides
the question and the mean response from the
students.
Table 3 Mean Score of Student Responses
Question
I learned new knowledge about the topic I debated
I gained an understanding of the topic area of m y debate
I felt comfortable explaining my position in the debate
Writing the case brief helped me to break the infor mation into manageable parts
The debates helped me know the difference between fact and opinion
I was able to defend my position in the debate
I was able to gain additional knowledge on subjects that I was not aware of by
listening to the debates
The debate process helped me increase m y critical- thinking skills
I prefer to prepare a debate rather than to tak e a test
Total
The results of the questionnaire revealed
that students believed that the debates helped
them to learn new knowledge (3.53), to gain an
understanding of the topic (3.42) and to g ain
additional knowledge on the subject (3.29).
Students replied that they would rather prepare
for a debate than take a test (3.16).
Question 2: Did students believe the debates
increased their critical-thinking ability?
Students were asked if they felt that the
debates increased their critical thinking.
Students believed that debates did increase their
critical thinking skills (3.16). It was important to
the researcher to get the student perception of
the debate process by allowing an open response
question. Students commented that they enjoyed
the debate process and that it w as a good experi-
ence. Many class members thought the debates
were challenging. Some of the students did not
like speaking in front of the class or tr ying to
defend their cases. Other students commented
on the debate process as a good tool for w orking
in teams and thinking critically.
Discussion and Implications
Debate in the technology classroom can
yield great learning for the student. Debate as a
teaching strategy allowed active learning on the
student’s part; it also allowed the students to
M
3.53
3.42
2.95
3.11
2.94
2.99
3.29
3.16
3.04
3.16
demonstrate different levels of critical thinking.
Students learned through the process of prepar-
ing the debate, performing the debate, listening
to debates, and discussing the debate. Favorable
outcomes of debates observed by the researcher
included collaborative learning and higher order
thinking. Because debate is being used in the
classroom in a pedagogical manner, a structured
debate with assessment was used. The experi-
ence with debates in the technology classroom
was largely positive. Weaknesses were observed
in the student’s writing. Additionally, students
lacked research and reasoning skills. In the
debate speeches, students also often lack ed
confidence and questioning skills. personal skills. Debate is a g reat supplement to
the traditional lecture class because it eng ages 43
Debate can be challenging in the technolo gy the learner in the material. Debate also allo ws
classroom. Students may reject a different teach-

The Journal of Technology Studies

ing strategy used to learn critical thinking. Most
students were highly satisfied with the debate
process and felt that the debates increased their
critical-thinking skills. However, some students
did not enjoy the debate process. Despite this
minor issue, a science and technology course is
an excellent environment to increase critical
thinking through the use of debates.
Summary and Conclusions
Integrating critical thinking with other
needed competencies like teamwork and com-
munication is a worthwhile activity for the tech-
nology classroom. The debate process can be
useful in gaining disciplinary knowledge and
helping students with analyzing and presenting
arguments. Furthermore, debate as a teaching
tool, has a place in pedagogical methods
because it allows students to enhance critical
thinking through investigating arguments,
engaging in research, gathering information,
performing analysis, assessing arguments, ques-
tioning assumptions, and demonstrating inter-
professors to create an environment that helps
students move away from just receiving knowl-
edge into an environment of active participation.
Additionally, debating contemporary issues in
the technology classroom can be an invaluable
tool for encouraging critical thinking.
The results of this study only reflect experi-
ences in this course and are not meant to pro-
vide evidence of student learning on critical
thinking. According to this research, there is
merit in debate as a teaching strate gy. More
research should be conducted in the area using
debate in the technology classroom to increase
critical thinking. In conclusion, preparing, g rad-
ing, and evaluating the debate process can be
time consuming, but may be worth pursuing in
the technology classroom.
Dr. Sophia Scott is an Assistant Professor in the
Department of Industrial and Engineering
Technology at Southeast Missouri State
University, Cape Girardeau, and is a Member -
at -large of Epsilon Pi Tau.

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Appendix Case Brief Example

Introduction (catch the audience attention)

Resolution:

Terms to def ine

Contention 1:

Evidence

Reasoning

Contention 2:

Evidence

Reasoning

Inherency (the need or lack of need for a plan)

Plan:

How plan will help with the resolution:

Conclusion: